14 - Chapter 6 PDF

A Study on Corporate Training Effectiveness Vidya Nandagopal
Chapter VI: Recommendations and Conclusions
6.1 Recommendations
Recommendations have been worked out separately for Parts A, B and C of the study and
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was facilitated by the researcher to a group of 10 trainers in UAE. Their feedback and
suggestions are included in this section. The workshop albeit of short duration helped the
trainers to start thinking on the lines necessary for moving towards outcome based training.
x Part A of the study showed that there was a lack of serious intent towards evaluating
training, irrespective of the type of program. This seemed to revolve around issues
like lack of knowledge of evaluation metrics, coupled with lack of coordination
between the departments coordinating training as well as lack of top management
support. In addition to proper content and delivery modes, it was found that
congruence of training with business objectives was also one of the key factors to
render training effective. Further usage of mixed techniques to evaluate and
evaluating on multiple occasions was found to be necessary. Time and resources were
not restricting constraints towards evaluating training as much as lack of knowledge
of evaluation metrics and lack of willingness to evaluate. It was found that modern
day evaluation practices ended up measuring input rather than output while tying the
training process to the TNA was considered as rendering training effective in the
opinion of the trainers interviewed. Concluding the findings of part A , the researcher
is of the opinion that this is the right time for UAE organizations to work towards
developing a methodology for outcome based assessment and continuous
assessment starting from pre training and going onto post training phases.
x Part B analysis threw light on the fact that evaluation was important to all 3
stakeholders, namely the trainee, the trainer and the organization. Particularly
evaluation helped the trainer improvise and improve the content as well as process of
training. It helped organizations manage their performance management systems
while helping trainees understand organizational expectations from them.
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It also gave inputs on what trainers considered as important ingredients for preparing
a successful training initiative. Quality of content and methodology, knowledge of
audience profile, and doing a TNA were considered necessary.
x This part of the study also focused factors to keep in mind while evaluating training.
Finding the right tool to suit the type of training being evaluated and the
organizational context, , having a TNA in place and sufficient time to conduct the
evaluation were considered necessary. A number of factors that help/ hinder transfer
of learning were enumerated. Finally suggestions to move towards outcome based
assessment were sought from the trainers interviewed. A comparative study of
evaluation studies undertaken in the UAE vis a vis those elsewhere showed that there
is a huge gap between evaluation studies undertaken in the UAE and elsewhere.
Arising from this, Organizations in the UAE need to either individually or as a
community develop their HR departments in their capabilities towards planning for
training, implementing it and post training follow up activities. There are a few
organizations who have managed to conduct evaluation studies in very detailed and
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them. Each study had a different system for evaluating that seemed unique to the
organizational and training situation. In contrast the evaluation studies done in the
UAE showed lack of depth and detail. They seemed very basic and did not seem to
involve all the stakeholders. There also seemed to be some resistance from the
trainees due to lack of willingness and poor communication skills. The skills gap in
UAE with reference to knowledge of evaluation metrics needs to be developed.
x Part C of the study looked at trainee involvement and involvement of line manager in
the training process. It was found that while line management was playing a proactive
role in helping trainees achieve their training objectives, the trainees themselves were
not actively involved in the training process. Thus it can be concluded that the
individual factor is the hindering factor. This has immense potential for
improving learning transfer process by concentrating HR initiatives to make
trainees more involved in the training process. Arising from the findings of this
study, trainees need to be motivated positively and involved in the training
process. This needs integration of different HR processes like linking of training
to KPIs, performance and then to career planning process.

x Part C of the study also showed that there are significant differences in the responses
of technical and soft skills trainees on the understanding by trainee of organizational
expectations from training as also on the encouragement offered to employees to
experiment new methods and try out new creative ideas. Arising from this
organization need to provide inputs and encouragement to employees to
implement what has been learnt irrespective of the program type. Only
application will help reinforce learning and render training effectiveness.
x Training in the UAE needs to evolve from an activity to a process. Whilst this may
take time, the initiatives towards this need to start from now. Special training
programs for trainers on evolving training evaluation methodology, HR
managers and trainers on identifying training needs, line managers as coaches,
and mentors need to be developed and implemented. To achieve these ends, top
management commitment to development is a prerequisite. This was also borne out
several times in the study of trainers in Part A as well as Part B of this study.
x Organizations need to work keenly on their strategy to develop human capital on a

long term basis and translate this into mechanisms required for the same. One such
requirement arising from this study is the necessity to have close coordination
between HR managers, line managers and Trainers both in the pre training
phase and post training phase. While the pre training phase should ensure that
the right kind of training is imparted, the post training phase should make sure
that learning transfer takes place well and the organization reaps the benefit of
training.
x Arising out of the findings of this study, HR departments need to work on preparing
trainees for the training intervention before and motivating them after the event
to apply the skills learnt.
x One of the main recommendations which emerges is development of training

initiatives for Trainers. Organizations in the UAE need to develop specific training
initiatives as part of the recommendation process, viz. Emphasis of the training
programs should cover the following:
Train the Trainer: This will concentrate on importance and benefits as well as
challenges in evaluating training and then go on to developing evaluation metrics.

Suggested Modules
Need Analysis Training
Program development training
Pedagogy of training
Training Evaluation methodology
Administration and coordination of training program
6.2 Limitations
Limitations of Part A
Although the study is UAE based, the trainers interviewed were mostly from Dubai and
Sharjah and a few from Abu Dhabi.
Limitations of Part B
As evaluation is a fairly new concept in the UAE, the number of trainers who have conducted
such studies and the depth of these studies is limited. The limitation also comes from the
outlook towards training itself which swings between very serious to a very casual outlook
depending upon the type of organization. Since training itself is viewed as an activity rather
than a process, the necessary rigor towards evaluation is yet to happen.
Secondary data is restricted to published data and hence may not cover such studies that may
have been undertaken but not published. Many organizations may not publish their internal
studies for want of propriety and ethical reasons.
Limitations of Part C
The Arabic trainees had a mixed population of expats and local citizens. If they could be
studied separately it may give more insights.

6.3 Conclusions and Scope for Further Research

6.3.1 Conclusions
x Organizations in the UAE need to develop a methodology for evaluating training

effectiveness and also develop other organizational mechanisms to implement the
same.
x Organizations in the UAE need to work on employee preparedness for training and
creation of suitable climate for training transfer.
6.3.2 Scope for Further Research
x Further research can be carried out on reasons for lack of motivation and preparedness
of Trainees in UAE.
x Further research can be carried out on issues leading to lack of coordination between
line managers, HR Dept and the trainer.
x Further research can be carried out on Evaluation metrics suited for technical skills
programs and those for soft skills programs.
6.4 Workshop: Train the Trainer

x Course Title: Train the Trainer
x Course duration: 6 hours
x Target clientele: Trainers from technical skills and soft skill training areas who have
conducted at least 2 workshops in the last 2 months
x Course expected outcomes: By effective work during the course, participants will be
able to:
Understand and appreciate how adult learning differs from other modes of
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Understand and appreciate the need for outcome based assessment.
Understand the role of TNA in achieving training effectiveness and the steps
involved in doing a TNA. Know the components of a training plan and be able to
write a training plan.
Understand and appreciate the problems involved in training evaluation and know
the different commonly used methods in evaluating training

Know the advantages and limitations of some of the commonly used evaluation
methods and thus be able to contribute as an effective team member in training
evaluation exercises
Be able to become a proactive member in the training evaluation exercise.
x Course outline:
Adult Learning Principles
UAE scenario for Training and Development
TNA and steps in conducting it
Writing course objectives
Preparing a training plan
Methods of training evaluation
Common Training evaluation designs
x Course format: The trainer would use a combination of lectures, case studies, role
plays, group individual learning exercises.



















Activities
Duration: 15 minutes
Description of activity
Arrange participants into groups of 3.Show participants a flip chart with 3 circles as shown:
Each member will have 1 full circle where he/she has to identify one fact about them that is
unique to them. In Circle 2, they need to identify one fact that is common to two of the three
members. In Circle 3 they need to identify one fact that is common to all three of them. Ask
participants to avoid obvious responses like all 3 are trainers, all are men etc. Allow 15
minutes for the activity and then let each group present the responses. Facilitate to focus on
commonalities and throw light on the need for diversity as well as commonality between
people to harness their strengths and to work as a team.

Dyadic Activity for Train the Trainer

Dyadic Activity 1
Time: 15 minutes.
Dina is scheduled to conduct a training session on how to enhance assertive communication
skills. She is uncertain of the level of knowledge and skills her participants possess. Suggest
the methods that she can use to do the needs assessment and the questions that she should
ask.
Dyadic Activity 2
Time: 20 minutes
Reem knows that the following training objectives do not meet the criteria of being
observable, measurable, attainable and specific. Rewrite the objectives so that they meet all
the 4 criteria:
a) After training the trainees should know how to make an angry customer feel listened
to.
b) All trainees should appreciate the importance and value of using the paraphrasing skill
during periods of Interpersonal conflict.
c) At the end of the training session, trainees should be able to understand what
transformational leadership is.
d) After the training session, trainees should list, describe, memorize, and give an
example of the 25 reasoning fallacies that were presented in the training session.
Source: Beebe Steven, Mottet Timothy, Roach David, (2004), Chapter 4, Pg 88, Training
and Development.
Dyadic Activity 3
Time: 15 minutes
Ahmed has completed his training plan but he wants it to be reviewed before he presents it to
the management. He has asked you to help him with this.
What criteria would you use to evaluate the plan?

Case Study
Evaluating a Training Program on Stress Management for Intact Work Teams:
Midwest Electric Co.
The case study begins by describing how the training needs were determined. The case study
includes the use of Stress Map to measure learning as well as well as use of control groups.
The Level 4 measurement illustrates the use of the Concept of ROI. The procedures used in
the study make a useful repertoire for organizations that wish to evaluate at all 4 levels of the
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MEI is a growing electric utility company which due to deregulation has been on a course of
diversification and growth through acquisitions. In its process of change from a beaurocratic
organization to a lean competitive force in the marketplace, MEI faced tremendous pressures.
Employees had to constantly strive to reduce cost yet maintain excellent quality, boost
productivity and find new ways to improve customer service. Thus employees showed
symptoms of stress. The VP of the HR dept at MEI asked the Training and Education dept
with the help of the Safety and Health Dept to develop a program for work groups to help
reduce stress and deal specifically with job induced stress more productively and efficiently.
MEI had prided itself in being a leader in the industry on HR issues with a sophisticated
system and extensive database on employee related measures. Needs assessments were
conducted regularly and in this case too a needs assessment was conducted. This would
confirm that a problem existed and provide an assessment of that problem. It would also
uncover potential causes of the problem and provide insight into potential remedies to correct
the problem. External research was conducted leading to a review of several key data in
company records like medical claims, attitude surveys, EAP utilization and safety and health
records. The attitude surveys from the previous years were reviewed for low scores on
specific questions related to stress symptoms. Medical claims were then analyzed by codes to
identify the extent of such stress induced illness. EAP (employee assistance Plan ) data were
reviewed to see how employees were utilizing the provisions and services of the plan w.r.t
stress related illnesses. Exit surveys for the past 6 months were analyzed for relationship
between any voluntary retirements with stress induced reasons. During this time a small
group of employees (10 nos) and a small group of managers (5 Nos) were interviewed to
discuss their work-life situations and uncover symptoms of stress at work.

Also further 10% of its 22500 employees received a questionnaire to collect data on the
above issue. The needs assessment uncovered a number of significant findings:
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deregulation, restructuring and job changes.
x Stress had led to deterioration in several performance measures including medical
costs, short term disability, withdrawals and job satisfaction.
x Employees were often not fully aware of stress factors and the effect that stress had
on them and their work.
x Employees had inadequate skills for coping with stress and adjusting to, managing
and eliminating stressful situations.
x Managers had more insight into the causes of stress but did not have the skills or
mechanisms to deal with the most stressful situations.
MEI decided to go for a learning event on Stress Management to be tried on a small scale
first and used evaluation methodology to see how effective it has been before extending it to
the rest of the team.
Program Design
Four issues surfaced that influenced program design:
x A skill and knowledge deficiency existed, thus some type of learning event was felt
necessary.
x Several stress management programs were commercially available readily.
x Managers needed to be involved in the process to the extent possible.
x Because of time concerns a maximum of 1-2 days only were available to conduct the
training activity.
Evaluation Design
The chosen program was to be evaluated at Level 4.Since MEI was interested in
accountability for all their programs and positive results in this program would help in telling
the management that these type of programs which are preventive in nature can significantly
contribute to bottom line when they receive top management support and resources.

Control Group Arrangement

Although stress existed throughout the organization, there was no guarantee that this program
would correct them. Hence it was felt appropriate to use control groups. Six control groups
were planned. At first instance only those groups that had same measures were considered.
Next only two groups with the same function code were considered. Also the employees in
the group had to be within a 20% spread and their average tenure in MEI should be within the
2 year range. In summary the following criteria were used to select the two sets of groups,
viz. same measures of performance; similar performance in the last 6 months; same function
code; similar size; similar tenure. The six pairs of groups represented a total of 138 team
members for the experimental group and 132 team members and 6 managers for the control
group.
Data Collection Plan

Broad objectives were established for levels 1, 2, 3 and 4 data collection. For measuring level
2 ie. Learning three tools were used. The Stress map is one measure. Completion of this map
provides insights into stress factors and stress signals. In addition there was an end of course
assessment to measure learning. Finally the facilitator had a brief checklist to indicate the
extent of learning for that group. At level 3, the completion of the twenty one day plan
provided some evidence that participants had changed behaviour to reduce stress. A
conference call was planned for the facilitator, team manager and the team after 21 days of
the course completion. This provided a review of issues of concern. A follow up session was
planned with the team co facilitated by the manager and the facilitator approximately 2 weeks
after the one day program. To determine the extent to which participants were using internal
or external resources to address stress related problems, records of those requests would be
reviewed after 6 months. Finally there would be a detailed follow up questionnaire for
collecting Level 3 and 4 data, 6 months after the course completion. The questionnaire would
capture sustained behaviour changes.

Impact Data
The impact of the program was very significant with respect to both perceptions as well as
actual values.90% of the participants perceived the program to be successful. In addition the
participants perceived that the program had a significant influence on
x Employee Satisfaction
x Absenteeism
x Turnover
x Health care cost
x Safety and Health Cost
Program Results
The application of the program was considered an outstanding success with 92% of the
participants completing their 21 day action plan. A conference call at the end of 21 days
showed positive feedback and much enthusiasm on the progress made. The most
comprehensive application data came from the six month questionnaire administered to
participants and managers. Following skills were reported as achieving significant success:
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x Identifying or removing barriers to change behaviour.
x Applying coping strategies to manage stressful situations
x Responding effectively to conflict
x Creating a positive climate
x Acknowledging a complaint properly.
Group records reveal changes in medical costs, absenteeism, turnover and productivity six
months after the program. The following criteria were used to select the 2 sets of groups:
same measures of performance, same function code, similar size, similar tenure and similar
performance in previous six months. Monetary benefits for the program were calculated. The
company saved $ 120 per month yielding an annual benefit of $ 1, 98, 720. Cost of turnover
also reduced substantially leading to a saving of $ 1, 57,553.Thus the total annual benefit
from the program was $ 423, 597.

Case Study Questions

Q1. What are your comments about training evaluation undertaken by MEI?
Q 2. How could they have improved the current evaluation methodology employed?
Q 3. What is your opinion on training evaluation after going through this case?
Q 4. Are there any commonalities in the case study with your current situation in the
training scenario?
Source : Kirkpatrick, D. L. (2005) Evaluating Training Programs: The Four Levels (3rd
Edition).Williston, VT, USA: Berrett-Koehler Publishers, Incorporated.

Train the Trainer
Course Evaluation form
1) Do you think this course will enhance your knowledge / skill?

Yes
No
If yes how? if no why not?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2) After going through the workshop, do you think you will be able to apply the skills/
knowledge gained in your current situation?
Yes
No
If yes how? If no why not?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
____________________________________________________________________
3) Do you think the course objectives were met through this workshop?
Yes
No
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
____________________________________________________________________
4) Kindly go through the course objectives and give your critical comments on the
course design?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
5) Please rate the course design overall on a scale of 1-5 where 1= Very poor and 5=
excellent?
1-Very poor 2-poor 3-Average 4-good 5-Excellent

6) What aspect/s of the course were most relevant to your training situation?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
7) Are there any aspects of the course that you feel could have been handled
differently?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
8) Kindly rate the activities in the program on a scale of 1 -5 where 1= Very poor and
5= excellent.
a) Icebreaker
1-Very poor 2-poor 3-Average 4-Good 5-Excellent
b) Dyadic activity 1
1 2 3 4 5
c) Dyadic activity 2
1 2 3 4 5
d) Dyadic activity 3
1 2 3 4 5
e) Case Study
1 2 3 4 5
9) Do you think a refresher course will necessary? Is so after what time period?
Yes
No
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Name:___________________________Organization:_________________________
Type of Trainer: Soft skills

Technical Skills
Contact Details:
Tel:
Email:

6.4.1 Conclusions and main recommendations:

7KH ZRUNVKRS RQ 7UDLQ WKH 7UDLQHU GHYHORSHG E\ WKH UHVHDUFKHU DV SDUW RI WKH
recommendations was administered on a group of 10 trainers of whom 5 were technical skills
trainers and 5 of them soft skills trainers. All 10 trainers found the workshop useful. They
especially found the section on evaluation methodology very useful in their current situation.
However they felt that to implement the skills taught may take a while considering the not
very high priority given to follow up activities on training in the UAE market. All activities
designed for the workshop were rated as good to excellent .Whilst the course objectives were
felt to be quite clear, it was felt that they could be more specific and measurable.

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A Study on Corporate Training Effectiveness Vidya Nandagopal

Chapter VI: Recommendations and Conclusions

Doctoral Thesis SNDT Womens University, MUMBAI 211

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x Organizations need to work keenly on their strategy to develop human capital on a

x One of the main recommendations which emerges is development of training

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6.3 Conclusions and Scope for Further Research

x Organizations in the UAE need to develop a methodology for evaluating training

6.3.2 Scope for Further Research

6.4 Workshop: Train the Trainer

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Dyadic Activity for Train the Trainer

What criteria would you use to evaluate the plan?

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Control Group Arrangement

Data Collection Plan

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Case Study Questions

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Train the Trainer

Course Evaluation form

1) Do you think this course will enhance your knowledge / skill?

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Type of Trainer: Soft skills

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6.4.1 Conclusions and main recommendations:

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